Sub-topic 5: ¿Conoces a Juan?
Suggested Lexical Content:
Vocabulario 1
Sección “A”:
Alto/a, pequeño/a, gordo/a, delgado/a, guapo/a, feo/a, bonita, elegante, robusto, viejo, joven, niño/a.
Sección “B”:
Inteligente, amable, amoroso/a, respetuoso, trabajador/a, aburrido, haragán, chistoso/a, alegre, triste, loco, amigable, malo, bueno, tímido, etc.
Nota: El profesor puede agregar más si lo considera necesario.
Sección “C”:
Ojos: pequeños, grandes, bonitos, negros, cafés, azules, verdes, redondos, alargados, hermosos, etc.
Nariz: grande, pequeña, ancha, grande, puntiaguda, aguileña, etc.
Orejas: grandes, pequeñas, largas, extendidas, etc.
Boca: grande, pequeña, ancha, delgada, larga, etc.
Cejas: largas, pequeñas, anchas, angostas, etc.
Cabello: largo, corto, colocho, rizado, ondulado, liso, rubio, trenzado, etc.
Rostro: redondo, ovalado, largo, etc.
Vocabulario 2
Camisa: grande, pequeña, floja, apretada, manga corta, manga larga, de moda, de rayas, fina, barata, nueva, usada, de multicolores, amarilla, roja…
Pantalón: largo, corto, de tela, de lona, deportivo, de marca, color azul/blanco…
Zapatos: deportivos, formales, casuales, de cuero, de lona, de marca, nuevos, usados, elegantes, atractivos, caros, baratos, costosos, color negro,…
Vestido: largo, corto, elegante, hermoso, bonito, feo, de tirantes, formal, amarillo, decorado, etc.
Falda: corta, larga, de tela, de lona, celeste…
Blusa: escotada, grande, pequeña, decorada, etc.
Gorra: blanca, grande, pequeña…
Sombrero: grande, color crema…
Vocabulario 3
Más…que…
Menos…que…
Tan…como
Mejor que…
Peor que…
Igual que…
Como…
También…
Mientras que…
¿Cómo es é//ella? Él/ella es…
¿Cómo son…? …son…
Specific Learning Objectives
After completing this subtopic, the student will be able to:
- Understand when someone describes a person’s physical appearance, personality, and attire.
- Understand simple expressions comparing two or more persons/individuals.
- Describe a friend’s physical appearance, personality, and attire.
- Compare two or more friends.
- Understand descriptive paragraphs about a person’s physical appearance, personality, and the way of dressing.
- Understand simple stories about one’s friends.
- Write descriptive paragraphs about a person’s physical appearance, personality, and attire.
- Write simple stories comparing two or more friends.
Suggested Activities
Oral Comprehension
Step 1
▪Using a full-length picture of several individuals, the teacher will introduce “Vocabulary 1: Section A,” for this lesson.
▪For example:
To do this activity, the teacher will demonstrate a picture of an “obese” person and will ask the students the following question: ¿Cómo es él/ella?
The teacher writes the question on the board and gives the meaning of the interrogative statement at the same time.
The student will write the answer to the question. For example: “él/ella es gordo/a.”
▪The teacher should ensure that the picture is depicting someone who is “fat,” so the students understand the vocabulary.
▪The teacher will continue showing the other pictures, which will facilitate the students to identify the physical qualities of the people. The teacher will need to use the same question to look for the same response pattern.
▪Every time the students identify/use a descriptive word, the teacher will write the words on the board.
Oral Comprehension and Expression
Step 2
To check if the students have acquired the vocabulary, the teacher will implement the following activity:
▪The teacher will ensure that the vocabulary is placed at the corner of the black board. The teacher will then paste the pictures, which were used on the previous activity, on various places of the black board.
▪The teacher will call two students to go to the black/white board to compete with each other.
▪The teacher will ask another student who is seated the following question: ¿Cómo es él/ella?
The student will answer: Él es delgado, referring to the physical characteristic of one of the pictures that is pasted on the blackboard. The students should not point or give any indication to the picture his/she is describing.
▪The two students, who are in front of the black/ white board, will identify the thin person among the pictures and immediately point at the picture. The student, who identifies the person from the picture correctly, will go back to his/her place. Meanwhile, the other student will compete with another student that the teacher chooses. The game will continue until everyone has been given an opportunity to participate.
Oral Comprehension
Step 3
▪Using pictures of several people, who fall under that specific category as the indicated vocabulary, the teacher will introduce the “Vocabulary 1: Section B,” of this lesson.
For example:
The teacher will show the picture of a person who appears to be “bored.”
The teacher will then ask the students: ¿Cómo es él/ella?
(This question with their respective answer has already been studied in activity 1 of this subtopic (5)).
▪The teacher needs to ensure that the picture shows individuals/persons that represent the vocabulary. This will facilitate the students to have a better understanding of the vocabulary.
▪The teacher must continue showing the other images, which will allow the students to identify the personality represented in the pictures. To elicit the personality of the person in the picture, the teacher will need to use the same question and expect to receive the same response pattern.
▪Each time the students identify a descriptive word, the teacher should write it on the board.
Note:
It is important to clarify to the student the difference in using "es" and " está " when describing a person. For instance: él es aburrido (it always is); él está aburrido (momentary).
Oral Comprehension
Step 4
To verify if the students have acquired the vocabulary, the teacher will implement the following activity:
▪The teacher will call 10 students to come forward (in front of the classroom) to play an interactive game. The game is called “Imitating Juan.”
The game consists of imitating the personality of "Juan."
For example:
The teacher will say: “Juan es alegre.” Students should act like a happy person; they will do this until all the vocabulary introduced in this lesson is used.
▪Once the first couple of students have practiced the vocabulary through the game, the teacher will call another group of 10 students to participate. The game will be played until everyone participates. The teacher will ensure that all the vocabulary is used in the game.
Writing Comprehension and Oral Comprehension and Expression
Step 5
▪Using pictures of the different parts of the body, the teacher will introduce the “Vocabulary 1: Section C,” of this lesson.
▪The teacher will paste the pictures on the far right of the board as shown in the following diagram.
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▪Beside each picture, the teacher will write the descriptions of “Vocabulary 1: Section "C."
▪The teacher will elicit from the students if they are familiar with the vocabulary. To indicate that the students know the Spanish vocabulary, the students will provide the English translation of the word. Then, the teacher will provide the English translation of the unfamiliar words that the students could not identify.
▪To practice the vocabulary, the teacher will ask a student the following question: ¿Cómo es la boca?
The student will answer: “La boca es grande, delgada…” The activity will continue until the students have repeated the characteristics of the body parts several times as provided in the vocabulary list (Vocabulary 1: Section C).
▪The teacher will request from the students to close their notebooks and erase the vocabulary from the board. Then, the teacher will ask the same question to the students to elicit the vocabulary. The students will need to answer the question by using the same format and the vocabulary previously used, but they will be unable to use their notes.
Oral and Written Comprehension
Step 6
▪The teacher will stick a photo or drawing of a half-length person on the board. This photo or drawing must contain a name. For example: Pedro.
▪The teacher will introduce the phrase “él/ella tiene.” The phrase should be used to describe the parts of the body.
▪The teacher will show how to describe the person’s body parts by writing the descriptions beside the photo or drawing. For example: Él es Pedro.
▪Pedro tiene cabello negro corto.
▪Pedro tiene una boca pequeña.
▪Pedro tiene orejas grandes. etc.
Note: Although it seems repetitive (Pedro tiene…), it is necessary that the students practice these words so that they internalize the structure of the language.
Oral Expression
Step 7
▪The teacher will remove the photo or drawing that was pasted on the board and erase all information pertaining to the description of the pictures.
▪The teacher will ask the students to join in pairs.
▪Each pair will come forward to describe each other. The first student will introduce his partner; for example:
¡Buenos días! / ¡Buenas tardes!
Él es mi amigo, Cesar / Ella es mi amiga Karla
▪Cesar / Karla tiene cabello rubio.
▪Cesar / Karla tiene ojos azules…
Oral Comprehension and Expression
Step 8
▪The teacher will ask the students to join in pairs.
▪Each pair will prepare the following role play:
▪One of the students will be a person whose cell phone was stolen. The second student will be a policeman.
▪The robbed victim, looking very scared, arrives at the police station to give the report. Upon arriving at the police station, the victim greets the policeman. The policeman responds to the greeting and asks: ¿Qué le pasa?
▪The victim tells the police officer that a man stole his/her cell phone. The police officer requests him/her to sit down so that he/she can ask questions about the victim’s personal information (name, age, address and phone number etc.). The victim answers all questions.
▪The policeman, who is an expert in spoken portraiture, asks the victim about the thief's characteristics. The victim begins to describe the thief’s facial features and body structure. The policeman draws the thief on the board, as the victim describes him.
Note: It is important to start the drawing from the face to facilitate the drawing of the structure of the body.
Written Expression
Step 9
▪The teacher will ask the students to do Exercise # 26 of the workbook. This activity aids in the development of written expression skills by writing paragraphs. The word "es" is important to be used in this exercise. Details are provided in the exercise.
Oral Comprehension and Expression
Step 10
▪Using pictures of clothing (size 8½ X11), the teacher will introduce the vocabulary of "prendas de vestir."
▪The teacher will show the students the pictures. At the same time, the teacher will ask the following question: ¿Cómo se llama esta prenda de vestir en español?
▪If the students answer the question correctly, the teacher will write the answer on the board. If the students do not know, the teacher will provide the name of the clothing by writing it on the board.
▪As the next step, the teacher will write different descriptive words beside the name of each garment (Vocabulary 2 of this subtopic). The teacher will allow the students to translate as many descriptive words as they know/can. The teacher will assist with the English translation of certain unfamiliar vocabulary words.
Oral Comprehension and Expression
Step 11
▪Using the pictures of the clothing or actual clothing, the teacher will introduce the following questions with their respective answers:
¿Cómo es el/la/…? El/la…es….
¿Cómo son los/las…? Los/las…son…
For example:
¿Cómo es la camisa? La camisa es…
¿Cómo son los zapatos? Los zapatos son…
▪To continue, the teacher will put up a garment (Camisa) and ask a student: ¿Cómo es la camisa? The student, using prior knowledge, will have to respond by attributing all possible characteristics to the garment.
For example: La camisa es mediana, bonita, verde, manga larga y elegante.
In the same manner, it will continue with the other articles of clothing until all students have participated and practiced the vocabulary to describe the articles of clothing.
Oral Expression
Step 12
▪A day prior to the oral presentation, the teacher will assign each student the name of a garment. With the assigned name of clothing, each student will bring to class a real sample of the clothing.
▪Having all the students with their respective garment in class, they will come to the front of the class (one by one) to present the characteristics of their garment by following the procedures stated below:
Saludar a la clase y al profesor
Decir el nombre (estudiante)
Decir el nombre de la prenda que va a presentar
Proveer todas las características posibles de la prenda de vestir.
Dar las gracias por la atención.
Oral Comprehension
Step 13
▪The teacher will play an audio, which describes a person’s physical appearance, personality and their way of dressing.
▪The teacher will ask the students to do Exercise # 27 of the workbook. In this exercise, there are 10 related questions. The goal is to develop oral comprehension in this exercise.
Written Expression
Step 14
▪The teacher will ask the students to do Exercise # 28 of the workbook. Written expression will be developed in this exercise. Details of exercise are found in the workbook.
Oral Expression
Step 15
▪The teacher will ask the students to bring to class a photograph of a person (8½ X11) which must portray the person’s personality through their physical appearance and their way of dressing.
▪The student will provide 3 characteristics about the physical appearance of the person.
For example: alto, feo, guapo, gordo, etc.
▪The students will then describe 5 body parts of the person in the picture.
For example: tiene pelo corto/ nariz pequeña/ ojos azules, etc.
▪Next, they will give 5 characteristics of the personality of the person portrayed in the picture.
For example: es amable, inteligente, enojado, etc.
▪Lastly, The students will provide 3-4 descriptions of the person’s way of dressing.
For example: viste camisa roja, pantalón de lona, zapatos negros, etc.
Note: In the event that the student does not know the person, the characteristics of the individual’s personality must be invented. Students can bring to class photographs of family members or celebrities from the Hispanic world.
Written Comprehension
Step 16
▪The teacher will introduce the following vocabulary by writing it on the board and give its respective meaning/translation in English:
Más…que…
Menos…que…
Tan…como
Mejor que…
Peor que…
Igual que…
Como…
También…
Mientras que…
▪Using the phrases above as an example, the teacher will use it in a sentence. Each sentence will be written on the board. Also, the teacher will provide the respective translation of the sentences, if necessary.
For example:
Antonio viste más elegante que Pedro.
Claudia es menos amable que Susana.● Bella es tan amable como Juliana.
Andrés viste mejor que Anastasio.
El pantalón de Hugo es peor que el de Julio.
La boca de Talía es igual que la boca de Teresa.
Dionisio viste como Daniel.
Cornelio usa zapatos y Paco también.
María tiene ojos verdes mientras que Ester los tiene azules.
Written Comprehension and Expression
Step 17
▪The teacher will ask the students to do Exercise # 29 of the workbook. This exercise will allow the students to develop written comprehension skills by understanding the content of the reading (Instruction 1). Also, written expression skill will be developed when the second part of the exercise is completed (Instruction 2). Detailed instructions can be seen in the workbook.
Oral Expression
Step 18
▪To be prepared for the next class, the teacher will ask the students to bring two photographs of two people/individuals.
▪Each student will come to the front to compare the two people. The student will provide at least 7 different comparison characteristics using the previous vocabulary.
Note: For this oral presentation, all students should not be allowed to consult their notes. All students need to be familiar with the vocabulary.
Written Comprehension
Step 19
▪The teacher will ask the students to do Exercise # 30 of the workbook. In this exercise, the students will develop written comprehension skills, even though the exercise has been divided into two parts: Instruction 1 (which consists of reading comprehension) and Instruction 2 (which consists of a reading-based comprehension exercise).
Written Expression
Step 20
▪The teacher will ask the students to write a simple story related to two friends who they met in the past. In this story, the students will include the following:
El nombre de los amigos/as
Nombre del lugar en donde los conoció
Cómo eran físicamente (Compararlos).
Cómo era la personalidad de cada uno de ellos.
Cómo vestían el día que los conoció.
Cómo son hoy.
Información adicional si la hubiere.
Note: The teacher will ensure that the story is written in the past tense by keenly supervising the student’s work (story).
Written Expression
Step 21
▪After the preparation and rehearsal of the story, each student will come to the front to tell the written story in the activity of “step 19” of this subtopic. The students will not be allowed to consult their notes for the oral presentation.
